Abstract
This comparative study examines the educational philosophies and reform efforts of Charles William Eliot (United States, 19th–20th centuries) and Taha Hussein (Egypt, 20th century). Despite their distinct cultural and sociopolitical contexts, a comparative analysis is justified by their shared commitment to modernizing education, fostering critical thinking, and expanding accessibility during periods of significant national transformation. While extensive research exists on each reformer individually, this article offers an original contribution by directly juxtaposing their approaches to identify universal principles of educational reform alongside context-specific adaptations. It highlights their common challenges—such as resource limitations and institutional resistance—and visionary strategies in curriculum development and student empowerment. This study aims to inspire contemporary educators and policymakers by demonstrating the enduring relevance of their legacies and the profound insights gained from cross-cultural dialogue in addressing today's global educational challenges.
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